M2.?T      c     r 

The  tDaine  Bulletin 

Entered  at  the  Post  Office  at  Orono  as  second-class  matter 

VoL  IX*        University  of  Maine,  Orono,  June,  J  907        No*  8 

The  Obligations 

of  the 

University  of  Maine 


\ 


pRBSlDBWraOFFICB. 


AUGUSTA,  MAINH 

Kennebec  Journal  Print 

1907 


The  program  at  the  annual  Commencement  dinner,  July  12,  1907, 
differed  somewhat  from  that  of  the  usual  dinner  in  that  the  speeches 
were  designed  to  set  forth  the  peculiar  obligations  of  the  University  that 
are  imposed  upon  it  by  the  fact  that  it  is  a  public  institution,  established 
and  maintained  to  serve  directly  the  Nation  and  the  State  which  called 
it  into  existence  and  by  which  it  is  jointly  maintained.  The  speeches  are 
printed  herewith. 

The  program  was  as  follows: 

THE   OBLIGATIONS   OF  THE   UNIVERSITY 
On  the   Part  of  the  University.     George  Emory   Fellows,    President  of 
the  University. 

On  the  Part  of  the  Trustees.     William  T.   Haines,   '76,  Member  of  the 
Board  of  Trustees. 

On  the    Part  of    the    Faculty.     James    Norris    Hart,  '85,   Dean  of    the 
University. 

On  the   Part  of  the  College  of  Law.     William  E.  Walz,   Dean  of  the 
College  of  Law. 

On  the  Part  of  the  Experiment  Station.     Charles  D.  Woods,  Director 
of  the  Experiment  Station. 

On  the  Part  of  the  Alumni.     Edward  F.  Danforth,  '']'/. 

On  the  Part  of  the  Graduating  Class.     Porter  L.  Swift,  '07. 

On  the  Part  of  the  Graduating  Class  of  the  College  of  Law.     John  J. 
Keegan,  Law,  '07. 


OBLIGATIONS  OF  THE  UNIVERSITY  TO  THE  STATE,  TO  THE 
STUDENTS,  AND  TO  OTHER  COLLEGES  AND  SCHOOLS. 

President  Fellows 

The  topic  assigned  me  is  "  The  obligations  of  the  University  to  the  State, 
the  students,  and  other  colleges  and  schools.  "  I  think  you  will  be  better 
satisfied  with  me  if  I  speak  very  briefly  and  I  shall  be  better  satisfied  with 
myself,  if  I  scarcely  more  than  read  you  the  headings  which  I  have  set  down. 
Some  of  them  I  shall  expand  a  very  little. 

(1)  What  are  the  obligations  on  the  part  of  the  University  to  the  State  ? 
I  shall  by  no  means  enumerate  them  all,  but  a  few  of  the  most  obvious  and 
important  duties  must  be  mentioned.  "  To  wisely  expend  money  appropri- 
ated by  the  United  States  and  the  State. "  It  is  unnecessary  to  go  into  details. 
The  wisdom  of  the  expenditure  of  these  appropriations  can  be  determined 
only  by  time,  by  the  close  inspection  of  the  treasurer's  reports,  and  by  an 
intimate  acquaintance  with  the  products  manufactured  in  this  educational 
plant.     Time  will  show. 

(2)  "  To  serve  the  State  with  expert  service."  This  I  have  repeated  and 
re-repeated,  and  again  reiterated  on  every  possible  occasion.  There  is  no 
reason  why  the  people  of  the  State  should  support  this  institution,  or  any 
people  in  any  state  should  support  any  institution,  if  they  do  not  get  value 
received.  There  is  no  philanthropy  about  it.  It  is  buisness  from  beginning  to 
end.  One  of  the  ways  in  which  the  state  may  profit  is  by  having  a  place 
where  expert  service  may  be  obtained.  There  are  so  many  lines  in  which 
expert  service  could  be  offered  that  it  is  difficult  to  enumerate  them, 
One  that  is  always  of  first  importance  is  in  agriculture.  We  are  furnishing 
such  service  constantly,  and  demands  for  it  are  increasing,  so  that  we  have 
an  ever  growing  responsibility  in  this  regard. 

There  are  very  many  other  lines  in  which  expert  service  may  be  furnished. 
Almost  every  man  on  the  faculty  is  an  expert  in  some  one  line.  I  wish  the 
public  to  know,  and  I  shall  always  give  it  the  opportunity  to  know  as  far  as 
I  am  able,  that  it  can  at  any  time  send  to  the  University  and  obtain  the  best 
opinion  of  the  best  men  in  any  subject  we  have  here  represented.  It  shall  be 
furnished  freely,  unless  the  information  be  sought  for  merely  commercial 
ends 

(3)  "To  train  leaders  in  all  lines."  If  the  State  does  not  train  leaders 
how  is  the  State  to  be  sure  of  efficient  leaders? 

(4)  "  To  discover  new  and  profitable  lines  for  the  development  of  the 
people's  activities."  The  chief  industries  in  this  State  at  present  are  the 
cultivation  of  the  soil,  the  raising  of  live  stock,  the  development  of  dairy 
interests,  the  grinding  of  grain ;  the  quarrying  and  manufacture  of  granite 


and  slate,  and  the  manufacture  of  brick  and  tile ;  the  growth  of  forests,  with 
the  cutting  and  manufacture  of  timber  and  the  manufacture  of  pulp  and 
paper ;  the  fishing  and  canning  industries ;  the  building  of  ships  and  boats  ; 
the  manufacture  of  cotton,  woolen,  silk,  and  boots  and  shoes ;  the  manufacture 
of  machine  tools  and  other  work  of  machine  shops.  It  is  the  duty  of  the 
University  not  only  to  aid  in  the  upbuilding  of  new  industries,  but  to  assist 
in  the  promotion  of  the  prosperity  of  those  already  in  existence,  I  believe 
that,  notwithstanding  our  faith  in  the  future  development  of  our  State,  her 
natural  resources  are  infinitely  greater  than  has  been  generally  suspected. 

(5)  "To  contribute  to  the  ability  of  all  the  people  to  secure  happiness." 
No  one  of  us  labors  for  the  mere  pleasure  of  labor,  but  we  ought  to  know 
that  labor  is  the  only  cause  of  happiness.  If  we  search  for  happiness 
through  idleness  it  will  turn  to  bitterness  and  gall.  Therefore  in  the  search 
for  happiness  we  are  searching  for  labor.  We  wish,  then,  to  make  the 
institution  contribute  to  the  ability  of  the  people,  and  to  help  them  develop 
that  ability  in  the  search  for  further  happiness. 

(6)  The  duty  of  the  University  to  the  student  is  "to  discover  talent."  It 
is  unnecessary  to  say  that  it  is  to  train  talent  already  discovered  for  that  is 
a  manifest  duty,  but  it  is  a  further  duty  to  discover  talent.  If  all  of  you 
could  have  heard  last  night  the  address  by  John  Graham  Brooks  you  would 
appreciate  that  reference.  How  many  men  there  are  who  come  to  this 
institution,  and  who  go  to  other  institutions,  who  themselves  do  not  know  the 
talents  contained  within  them!  Some  chance  contact  with  a  fellow  student 
some  word  dropped  by  one  of  the  instructors,  or  the  handling  of  a  new  tool 
may  open  in  the  mind  of  any  student  at  any  time  a  new  channel  for  his 
activities.     It  should  be  our  buisness  here,  then,  to  discover  talent. 

(7)  "  It  is  the  duty  of  the  University  to  give  every  student  the  opportunity 
to  test  his  powers  in  every  line,  so  far  as  the  intellectual  resources  and  the 
financial  ability  of  the  institution  will  permit." 

(8)  "To  foster  self  confidence  and  reliance."  I  doubt  if  any  really  effect- 
ive work  can  be  done  by  anyone  who  has  no  self  confidence  and  self  reliance, 
not  in  the  form  of  egotism.  Obnoxious  egotism  is  too  often  present,  but 
any  man  who  is  doubtful  of  his  own  powers  will  never  do  anything  of 
great  value,  and  sometimes  egotism  can  be  turned  into  a  righteous  self  con- 
fidence. Then  it  is  the  duty  of  the  University  to  inspire  a  right  knowledge 
of  this  self  confidence  and  self  reliance.  , 

(9)  Furthermore  "  The  institution  should  furnish  a  healthful  and  inspir- 
ing environment."     This  is  so  obvious  as  to  need  no  expansion. 

(10)  The  duty  of  the  University  to  other  colleges  and  schools  in  the 
State,  and  elsewhere,  is : 

(a)  To  live  in  harmony  with,  and  encourage  the  healthful  growth  of 
all  other  institutions  of  learning,  colleges  and  schools  of  whatever  grade. 
There  are  none  too  many.  It  is  doubtful  if  there  could  be  too  many  colleges 
in  the  State,  so  that  any  one  of  them  should  be  a  danger  to  the  rest.  One 
of  the  best  educators  of  Germany,  which  country  furnishes  more  experts  in 
education  than  any  other  in  the  world,  came  to  the  Massachusetts  Institute 
of  Technology.  He  saw  what  a  wonderful  institution  it  was  and  praised  it 
much.     "How  many  of  these  have  you  in  Massachusetts?"     They  told  him 


they  had  but  one.  "How  large  is  Massachusetts,"  he  asked.  After  a  little 
calculation  he  said  that  it  would  take  six  such  institutions  to  supply  the 
people  of  Massachusetts  with  technical  education  as  well  as  Germany  is  sup- 
plied. Would  it  seem,  then,  that  there  are  too  many  colleges  in  Maine?  By 
no  means. 

(b)  To  co-operate  with  all  educational  and  other  institutions  and  enter- 
prises for  the  benefit  of  Maine  and  her  people.  To  co-operate  with  the 
other  colleges.  How?  By  the  interchange  of  books,  and  apparatus,  as  far 
as  practicable,  and  the  temporary  exchange  of  professors.  It  is  a  very  recent 
move  in  education  for  institutions  to  exchange  professors.  Harvard  Univer- 
sity and  Columbia  University  have,  in  the  last  two  years,  each  sent  one  of 
the  members  of  their  faculties  to  Germany  to  lecture  before  the  students  in 
the  University  of  Berlin.  And  some  of  the  professors  of  Berlin  came  to 
America,  to  Harvard  and  Columbia.  No  more  helpful  influence  in  education 
could  be  conceived.  I  see  no  reason  why  it  would  not  produce  harmony  in 
the  educational  institutions  of  this  State  if  we  could  lend  one  of  our  profes- 
sors to  Bowdoin,  Colby,  and  Bates  for  ten  or  twelve  weeks.  Then  we  could 
have  their  professors  come  here  to  work  in  the  same  subject  which  they  have 
been  teaching  in  their  own  institution.  I  see  no  reason  why  it  would  not  be 
of  very  great  value  to  all  of  us,  and  I  think  it  would  do  more  to  produce  a 
spirit  of  harmony  with  other  institutions  than  anything  as  yet  suggested. 

(c)  It  is  the  duty  of  the  University  to  assist  the  State  Superintendent  in 
developing  and  co-ordinating  the  courses  in  the  public  high  schools  and  the 
elementry  schools,  and  to  help  discover  and  furnish  for  these  schools  teach- 
ers and  superintendents. 

I  conceive  no  limits  whatever  upon  the  duties  and  responsibilities  of  this 
institution  to  the  people  of  the  State. 


OBLIGATIONS  OF  THE  TRUSTEES  TO  THE  STATE  AND  TO 
THE  UNIVERSITY. 

Hon.  W.  T.  Haines,  Class  of  1876. 

Your  committee  has  given  me  the  subject,  "  The  Obligations  on  the  Part 
of  the  Trustees  to  the  State  and  to  the  Students."  In  the  recent  agitation 
which  has  been  going  on  in  this  State  particularly  during  the  last  session 
of  the  Legislature,  with  reference  to  this  University  and  the  obligations 
of  the  State  to  it,  the  trustees  have  escaped  criticism,  with  the  possible 
exception  of  that  from  a  few  newspapers  to  the  effect  that  they  had 
exceeded  their  authority  in  establishing  more  courses  of  study  and  giving 
the  University  a  wider  scope  as  an  educational  institution  than  was 
originally  intended.  The  trustees  of  the  University  of  Maine,  as  you  know, 
are  legal  officers,  clothed  with  legal  authority.  This  University  was  estab- 
lished, not  by  the  State  of  Maine,  primarily,  but  by  the  Congress  of  the 
United  States,  by  its  act  of  July  2nd,  1862.  The  purposes  and  obligations 
of  this  institution  as  conceived  and  defined  in  this  great  charter,  and 
often  referred  to,  are  as  follows :  for  "  the  endowment,  support  and  main- 
tenance of  at  least  one  college  in  each  state,  the  leading  object  of  which 
shall  be,  without  excluding  other  scientific  and  classical  studies,  and  includ- 
ing military  tactics,  to  teach  such  branches  of  learning  as  are  related  to 
agriculture  and  the  mechanic  arts,  in  such  a  manner  as  the  legislatures  of 
the  states  may  respectively  prescribe, — in  order  to  provide  for  the  liberal 
and  practical  education  of  the  industrial  classes  in  the  several  pursuits  and 
professions  of  life." 

By  an  act  of  the  Maine  Legislature,  Laws  of  1865,  chapter  552,  the 
aforesaid  act  of  Congress  was  approved  and  accepted  by  the  State  of 
Maine,  and  this  University  was  established  in  this  State.  The  first  sec- 
tion of  this  act  provides  for  a  Board  of  Trustees,  sixteen  in  all,  and  many 
of  them,  at  that  time,  were  the  leading  and  distinguished  men  of  the 
State.  Among  them  I  note  the  name  of  the  late  Hon.  Hannibal  Hamlin, 
Ex- Vice  President  of  the  United  States,  and  that  of  the  Hon.  William 
Wirt  Virgin,  late  Justice  of  our  Supreme  Judicial  Court.  By  this  act, 
the  board  of  trustees  was  constituted  a  body  politic  and  corporate,  with 
power  to  establish  and  maintain,  subject  to  the  provisions  and  limitations 
of  said  act,  such  a  college  as  was  authorized  and  provided  for  by  the 
aforesaid  act  of  the  Congress  of  the  United  States,  passed  July  2nd,  1862. 
In  accordance  with  said  act  and  in  conformity  therewith,  they  were 
entitled  to  receive  from  the  State  the  income  which  should  accrue  from 
the  funds  granted  by  the.  United  States  in  the  aforesaid  act,  and  to  apply 
the  same,  together  with  all  such  income  as  they  might  receive  from  any 
other  sources,  to  the  maintenance  of  the  College.  Section  3  of  said  act 
provided  that  the  Governor  and  Council  should  at  all  times  have  the 
power  to  examine  into  the  affairs  of  the  College  and  the  doings  of  the 
trustees,  to  inspect  its  records  and  accounts,   its  buildings  and  premises. 


Whenever  they  have  reason  to  beheve  that  the  trustees  are  exercising, 
or  attempting  to  exercise,  any  unlawful  power,  or  are  unlawfully  omitting 
to  perform  any  legal  duty,  they  may  direct  the  attorney  general  to  insti- 
tute process  against  the  trustees  in  their  corporate  capacity,  in  the  nature 
of  a  complaint  in  equity,  before  the  Supreme  Judicial  Court,  in  the 
county  in  which  the  College  is  established,  and  the  court,  after  notice, 
shall  hear  and  determine  the  same  by  summary  proceedings,  in  term 
time,  or  by  any  judge  in  vacation,  and  may  make  any  suitable  decree 
restraining  the  trustees  from  performing  or  continuing  the  unlawful  acts 
complained  of,  and  requiring  them  to  perform  whatever  is  unlawfully 
omitted.  This  act  provided  for  the  sale  of  the  land-script  appropriated 
by  Congress  for  the  endowment  of  such  a  college.  It  also  provided  that 
the  trustees  should  procure  tracts  of  land  suitable  as  a  site  for  the  estab- 
lishment of  such  a  college.  The  trustees  were  also  thereby  given  author- 
ity to  appoint  such  directors,  professors,  lecturers,  and  teachers  in  the 
College,  from  time  to  time,  as  the  means  at  their  command  might  permit, 
for  the  accomplishment  of  the  objects  enumerated  and  described  in  the 
fourth  section  of  the  act  of  Congress  above  referred  to.  It  also  provided 
that  the  trustees  should  arrange  and  make  known  the  several  courses  of 
instruction  which  they  will  undertake  in  the  College  at  the  outset,  and 
that  they  should  enlarge  and  improve  the  same  whenever  practicable, 
subject  to  the  limitations  prescribed  by  Congress.  It  also  made  it  the 
duty  of  the  trustees,  by  this  act  of  the  Maine  Legislature  of  1865,  to 
impress  upon  the  minds  of  the  students  the  principles  of  morality  and 
justice  and  a  sacred  regard  for  truth,  love  of  country,  humanity,  and.  uni- 
versal benevolence,  sobriety,  industry,  and  frugality,  chastity,  moderation, 
and  temperance,  and  all  other  virtues  which  are  ornaments  of  human 
society. 

By  the  act  of  Chapter  362  of  1867  it  was  provided  that  no  vacancy  in 
the  Board  of  Trustees  should  be  filled  until  the  number  of  trustees  should 
be  reduced  to  less  than  seven,  and  that  thereafter  the  number  of  trustees 
should  remain  seven  and  no  more.  It  also  provided  for  the  appointment 
of  all  the  trustees  by  the  governor  with  the  advice  and  consent  of  his 
council. 

These  are  the  fundamental  acts  which  constitute  and  prescribe  the 
duties  of  your  Board  of  Trustees.  There  is  one  other  particular  act  of 
the  Legislature  of  1897,  which  provided  for  the  change  of  the  name  of 
this  institution  from  that  of  the  State  College  of  Agriculture  and 
Mechanic  Arts  to  the  University  of  Maine.  While  this  act  was  not  a 
direct  mandate  to  the  trustees  to  do  any  particular  thing,  yet  it  seemed 
an  expression  of  the  will  of  the  people  through  their  chosen  representa- 
tives, that  this  institution  should  be  given  the  broadest  field  of  work 
possible ;  and  as  the  original  act  took  express  pains  to  indicate  that 
there  should  be  no  exclusion  of  the  classical  studies,  and  that  the  indus- 
trial classes  might  be  educated  for  the  professions  in  life,  and,  as  the  act 
of- the  State  of  Maine  accepting  the  act  of  Congress  particularly  provided 
for  the  maintenance  of  a  college  in  conformity  with  said  act  of  Congress, 
the  trustees  have  never,  thus  far,  received  any  mandate  or  authority  from 


8 

the  people  of  ]\Iaine  other  than  to  do  the  most  possible,  with  the  means 
at  their  command,  to  educate  the  youth  in  any  thing  and  in  every  thing 
that  they  wanted  to  study  for  which  we  had  the  means  to  provide 
instructors,  in  conformity  with  this  original  charter. 

We  have  followed  all  the  discussion  in  the  press  with  reference  to  the 
scope  or  proper  sphere  that  this  institution  should  occupy  in  the  educa- 
tional work  of  ]\Iaine.  We  have  also  read,  with  great  interest,  the 
reports  of  the  various  committees  which  have  been  made  to  the  Legisla- 
ture from  time  to  time  upon  this  subject,  and,  up  to  date,  we  have  seen 
nothing  and  know  nothing  which,  in  any  way,  causes  us  to  think  that 
Ave  have  departed  from  the  purposes  of  this  institution  as  defined  in  the 
original  act  of  Congress  of  1862,  and  the  act  of  the  State  of  Maine,  of 
1865,  accepting  that  charter  and  prescribing  our  duties.  Thus  far  no  one 
has  made  any  complaint  to  the  Supreme  Court,  in  equity,  seeking  to 
restrain  our  acts  or  to  compel  us  to  do  other,  and  different  acts,  and  we 
feel  that,  considering  the  means  that  we  have  had  at  our  disposal,  we 
have  kept  within  both  the  spirit  and  letter  of  the  law,  and  performed  our 
obligations,  as  a  Board  of  Trustees,  to  the  State  and  to  the  students. 

Some  people  have  sought  to  draw  comparisons  between  the  growth  of 
this  institution  and  that  of  the  other  three  colleges  of  the  State.  In  this 
the  trustees  have  taken  no  part.  This  institution  commenced  its  educa- 
tional work  in  the  year  1868  and  graduated  its  first  class  in  1872,  a  class 
of  six  men.  From  that  time  to  1895  we  were  cramped  for  funds  and  the 
classes  were  small,  although  the  College  was  constantly  growing  in  favor 
and  popularity,  during  this  period  of  twenty-seven  years.  From  1895 
to  the  present  time  its  growth  has  been  much  more  rapid  until  it  now 
has  in  the  neighborhood  of  seven  hundred  students  in  all  the  different 
departments.  To  those  who  claim  to  think  that  this  institution  has  been 
pushed  beyond  the  scope  or  field  that  it  was  designed  to  fill  in  our  educa- 
tional system,  and  to  the  damage  or  prejudice  of  the  three  other  colleges, 
I  want  to  say  that  during  this  same  period  of  time,  or,  to  be  more  accu- 
rate and  to  quote  from  Dr.  Fellow's  address  before  the  committee  of  the 
last  Legislature,  from  1870  to  1895,  the  three  other  denominational  col- 
leges in  the  State  gained  2>Z7  students.  During  this  period  of  twenty- 
five  years  this  institution  was  increasing  its  student  body  slowly.  You 
will  see  that  this  was  an  average  increase  among  the  older  colleges  of 
fifteen  students  per  year ;  whereas  during  a  period  of  ten  years,  from 
1895  to  1905,  these  older  colleges  gained  244  students,  an  average  annual 
increase  of  24.4,  and  during  this  same  period  of  ten  years  the  Lhiiversity 
has  grown  to  nearly  700  students,  thus  showing  that  the  average  yearly 
rate  of  growth  in  Bowdoin,  Bates,  and  Colby,  taken  together,  has  been 
more  than  sixty  per  cent  greater,  during  the  ten  years  of  rapid  growth 
at  this  State  University,  than  H  was  in  the  twenty-five  year  period  imme- 
diately preceding.  I  quote  these  figures  to  show  that  there  is  no  ground 
in  fact  why  any  man  should  claim  to  think  that  the  rapid  development 
of  this  institution  has,  in  any  way,  taken  from,  injured,  or  hindered  the 
development  of  the  three  other  colleges  in  the  State.  This  fact  the 
trustees  have  kept  constantly  in  mind,  and  they  have  noted  it  with  great 


•satisfaction,  because  they  have  felt  assured  that  in  no  way  was  the  work 
which  they  w^ere  standing  for  doing  damage  to  or  retarding  the  growth 
and  progress  of  the  three  other  colleges  in  the  State,  for  .all  of  which 
they  have  the  greatest  respect  and  concern. 

In  other  words,  to  be  concise,  I  think  that  it  may  be  said  that  the  trus- 
tees have  tried  to  meet  every  obligation  to  the  State,  as  expressed  in  the 
statutes.  So  far  as  our  obligations  to  the  students  go,  ^t  has  been  very 
largely  a  question  of  money,  and  the  amount  of  the  appropriations  placed 
at  our  disposal.  In  this  matter  we  have  always  tried  to  make  the  most 
of  what  we  had  to  do  with.  The  teaching  of  the  sciences  is  an  expensive 
business.  It  goes  far  beyond  the  mere  question  of  an  instructor  and  a 
book.  It  becomes  a  question  of  apparatus  and  equipment,  machines  and 
buildings  which  cost  thousands  and  thousands  of  dollars.  The  equip- 
ment and  maintenance  of  a  good  chemical  laboratory  is  no  small  expense ; 
and  the  successful  teaching  of  engineering  calls  for  a  large  outlay  of 
money,  and  so  with  all  scientific  study.  The  general  public  can  little 
appreciate  the  straightened  circumstances  that  this  Board  of  Trustees  has 
many- times  been  in  from  a  lack  of  funds  with  which  to  meet  their  obli- 
gations to  the  students  within  the  college  walls. 

This  University  is  in  competition  with  every  other  college  and  univer- 
sity teaching  science  in  the  United  States.  We  have  had  students  from 
almost  every  state  in  the  Union  and  students  from  the  State  of  Maine 
may  be  found  in  the  colleges  of  nearly  every  state.  Our  young  men, 
desiring  to  perfect  themselves  along  a  certain  line  of  study  or  scientific 
investigation,  are  thoroughly  informed  as  to  where  the  best  facilities  are 
furnished,  and  the  easy  and  cheap  way  in  which  we  now  move  around 
from  one  state  to  another,  makes  it  possible  for  the  student  to  go  where 
he  finds  the  best  opportunities;  and  he  certainly  is  not  wise  if  he  does 
not  avail  himself,  during  his  student  years,  of  the  best  possible  facilities 
to  be  furnished  in  a  given  line  of  work.  If  there  is  anything  in  which 
the  trustees  have  failed  in  their  duty  to  the  students,  it  has  been  in  their 
inability  to  impress  upon  the  State,  through  the  Legislatures,  from  time 
to  time,  with  sufficient  force,  the  need  of  adequate  appropriations,  in 
order  that  those  obligations  to  the  State  and  to  the  student  might  be  met. 
The  average  citizen,  not  interested  in  educational  work  and  acquainted 
with  what  is  being  done  in  the  different  educational  institutions  of  the 
country,  might  not  appreciate  the  force  of  what  I  say  along  this  line,  and 
it  is  not  to  be  wondered  at  in  view  of  the  many  lines  along  which  modern 
educational  methods  have  been  developed  in  recent  years. 

Your  trustees  have  sought  to  secure  in  the  various  departments  of 
learning  the  services  of  instructors  of  as  much  reputation  and  skill  as  the 
means  at  their  command  would  warrant.  We  have  had  on  our  board  of 
instruction,  at  different  times,  graduates  of  nearly  all  of  the  American 
colleges.  Two  of  our  presidents  have  been  Bowdoin  graduates,  Dr. 
Fernald  and  Dr.  Allen,  two  men  as  loyal  and  patriotic  in  their  devotion 
to  this  institution  and  its  work  as  they  are  to  their  Alma  Mater.  Dr. 
Fernald  is  still  with  us;  he  was  with  us  at  the  beginning;  he  has  been 
with  us  every  day  since,  except  about  three  years  when  his  health  would 


10 


not  permit  of  his  working,  for  more  than  2>^  years  of  service  as  instruc- 
tor, professor  and  president  in  this  institution.  He  was  all  that  there 
was  to  the  College  in  the  beginning,  and  with  the  assistance  of  his  good 
wife  he  launched  this  institution  among  the  colleges  of  the  land.  To 
my  mind,  no  man  living  in  the  State  of  Maine  can  make  a  prouder  boast 
than  he,  of  this  simple  fact.  In. Dr.  Abram  Harris,  who  was  president 
of  this  institution  from  1893  to  1902,  the  State  had  the  services  of  a  very 
superior  man.  To  those  associated  with  him  during  this  development 
period  of  this  institution  he  seemed  to  play  the  part  of  a  little  giant. 
He  knew  his  cause  thoroughly  and  was  fearless  in  Hs  promotion.  When 
the  opposition  to  the  appropriations  asked  for  from  the  Legislature  of 
1897  said  that  if  we  kept  on  we  should  have  a  university,  he  replied, 
"That  is  just  what  we  want,"  and  at  his  suggestion  a  bill  was  introduced 
at  that  session  changing  the  name  of  this  institution  to  the  "University 
of  Maine,"  with  all  that  such  a  name  can  imply.  His  administration  was 
most  successful,  and  he  will  always  be  remembered  as  one  of  our  great 
leaders  in  the  cause  of  the  higher  education  of  the  industrial  classes.  In 
his  successor  we  have  a  fearless  and  splendid  leader,  our  present  presi- 
dent. Dr.  Fellows.  He  has  been  criticised,  as  were  Dr.  Harris  and  Dr. 
Allen  and  Dr.  Fernald,  for  being  a  lobbyist,  but  this  criticism  has  come 
from  a  few  who  cannot  comprehend  the  subject  and  the  situation. 

By  lobbying  I  mean  nothing  more  or  less  than  faithfully  representing 
this  institution  and  its  needs  to  the  members  of  the  various  Legislatures. 
It  is  somebody's  duty  to  do  it.  Every  fair-minded  member  of  the  Legis- 
lature wants  to  be  informed,  and  no  one  is  in  a  position  to  answer  all 
questions  and  to  represent  it  so  thoroughly  and  fairly  as  the  president  in 
charge. 

Some  day  the  people  of  Maine  will  erect  a  monument  to  all  these  men 
for  the  noble  work  they  have  done  in  the  lobby  of  the  Maine  Legislature. 
Dr.  Fellows's  work  is  already  much  appreciated  by  our  people,  and  by 
none  more  than  by  the  trustees  who  have  approved  of  it  and  tried  to  help 
him  at  all  times.  The  president  of  this  institution  is,  from  the  necessity 
of  the  situation,  the  executive  officer  of  the  Board  of  Trustees,  and  to 
him  we  must  look  for  leadership.  It  is  our  prerogative  to  approve  or 
disapprove  of  his  plans  and  proceedings.  In  Dr.  Fellows  we  have  found 
a  most  progressive,  earnest  and  efficient  officer,  always  careful  and  con- 
siderate of  the  interests  of  others,  but  ever  loyal  and  zealous  in  the  great 
cause  of  the  higher  education  of  the  masses. 

Our  professors  have  always  been  loyal  to  the  institution,  loyal  to  the 
great  and  democratic  ideas  of  education  for  the  masses  in  all  the  pursuits 
and  professions  of  life.  Many  times,  from  lack  of  funds,  we  have  lost 
some  of  our  best  and  most  competent  instructors.  Many  times,  too,  we 
have  been  obliged  to  take  young  men,  perhaps  our  own  recent  graduates, 
at  small  salaries,  such  as  we  could  pay  from  our  limited  means,  to  keep 
our  work  along,  trusting  in  their  enthusiasm  and  loyalty  and  hard  work 
to  make  good  for  the  institution,  and  seldom  have  they  failed  us.  Many 
times  we  have  seen  those  who  commenced  with  us  as  instructors,  at  a 
mere  pittance  of  a  salary,  go  ^rom  us  to  other  institutions  of  learning 


11 


at  salaries  far  beyond  the  limit  that  we  could  pay.  This  has  seemed  to 
be  a  justification  of  our  course  of  selecting  these  young  and  inexperienced 
men  as  instructors  and  teachers.  The  trustees  have  never  felt  it  their 
duty  to  dictate  courses  of  study  for  the  students.  In  fact,  they  have 
never  come  in  close  enough  contact  with  the  students  to  have  any  influ- 
ence of  this  kind.  Neither  have  we  advised  professors  and  teachers  in 
charge  to  try  to  influence  the  students  along  a  particular  line  of  study. 
We  have  felt  that  the  University  was  placed  here  by  the  United  States 
government,  and  by  the  State,  for  the  benefit  of  all.  It  is  true  that  agri- 
culture and  the  mechanic  arts  are  especially  mentioned  to  be  taught,  in 
the  original  charter.  It  is  also  true  that  military  tactics  are  to  be  taught 
here.  This  charter  was  granted  at  a  time  when  the  country  was  at  war, 
and  it  is  natural  that  that  line  of  education  should  have  been  made  man- 
datory. The  trustees  have  taken  special  pains  that  this  part  of  the  char- 
ter has  been  lived  up  to,  and  the  students  have  been  given  as  good  facil- 
ities for  instruction  in  military  science  as  is  given  in  any  schools  in  the 
country  not  purely  military.  The  patriotism  which  was  shown  by  the 
enlistment  of  the  students  and  graduates  of  the  University  during  the  late 
war  with  Spain  is  a  most  convincing  demonstration  of  their  loyalty  to 
their  country  and  their  country's  cause,  and  of  the  general  influence  of 
this  course  of  training  on  the  youthful  mind. 

A  great  deal  has  been  said  about  the  teaching  of  agriculture  in  this 
institution.  Considering  the  large  preponderance  of  the  agricultural 
population  of  this  State  over  those  engaged  in  all  other  pursuits,  the 
trustees  have  felt  it  their  special  duty,  at  all  times,  to  make  prominent 
this  course  of  study.  That  this  institution  was  designed  to  make  farmers 
or  mechanics,  to  the  exclusion  of  other  pursuits,  cannot  be  maintained. 
That  it  is  desirable  to  give  an  opportunity  for  the  farmer's  boy  and  the 
mechanic's  boy  to  obtain  an  education,  is  first  and  foremost  and  funda- 
mental in  the  idea  of  the  establishment  of  the  land-grant  college.  To 
carry  this  idea  into  effect  the  trustees  have  tried  to  make  the  expense  of 
attending  this  institution  as  small  as  possible,  and  it  is  a  matter  of  deep 
regret  to  me,  as  one  of  that  board,  that  the  State  has  felt  compelled  to 
charge  any  tuition  for  the  education  given  here.  To  my  mind,  it  ought 
to  be  free  to  every  boy  and  girl  in  the  State.  The  trustees  have  endeav- 
ored to  so  guide  movements  here  as  to  inculcate  the  most  democratic 
spirit  in  regard  to  all  educational  matters.  We  realized  that  the  friends 
of  the  old,  or  so-called  classical  colleges  looked  with  an  eye  of  criticism 
on  these  newer  colleges.  But  we  are  pleased  to  say  that,  as  the  years 
have  gone  1}>,  this  criticism  has  yielded,  in  the  light  of  the  good  work 
that  has  been,  and  is  being  done,  and  that  among  the  most  loyal  friends 
which  this  institution  has  had  in  the  State  of  Maine  have  b^en  graduates 
of  the  other  three  colleges.  I  do  not  think  that  I  can  express  this  idea 
better  than  by  quoting  from  a  speech  or  address  delivered  l)efore  the 
Bowdoin  Club  of  Boston  during  the  past  winter  by  one  of  Bowdoin's 
graduates,  Mr.  George  M.  Whitaker,  who  said :  "  These  colleges  have 
built  up  a  new  scientific  agriculture,  giving  it  a  new  dignity  and  impor- 
tance.    And  now  should  not  we  extend  the  most  cordial  right  hand  of 


12 


fellowship  to  the  agricultural  colleges  ?  '  Be  broader  than  your  business 
or  profession,'  was  the  advice  which  I  recently  heard  given  by  a  promi- 
nent educalor.  The  farmer  of  today  discussing  nitrogen,  phosphoric 
acid,  potash,  carbonaceous  foods,  entomology,  the  laws  of  heredity,  is  no 
clodhopper,  but  a  broad,  intelligent  fellow-citizen."  And  he  adds,  in 
closing  his  address, — "  Probably  Maine  yearly  sends  into  active  life  3000 
young  men.  If  one-tenth  of  them  went  to  Bowdoin,  the  college  would 
be  swamped.  The  land-grant  colleges  are  doing  wonders  for  the  young 
men  of  the  nation  without  weakening  the  older  colleges."  It  is  in  this 
way,  with  this  rpirit  of  appreciation  of  the  work  that  we  have  been  trying 
to  direct,  that  we  have  been  met  by  our  most  intelligent  and  progressive 
citizens,  who  are  interested  in  educational  work  and  in  the  welfare  of  the 
State  at  large.  In  a  recent  address  before  a  committee  of  the  Legisla- 
ture, I  took  occasion  to  remark  that,  "  I  am  in  favor,  in  the  year  1907, 
of  raising  a  few  tulips,  a  few  rose  bushes,  a  few  chrysanthemums,  in  my 
cabbage  patch  and  in  my  potato  field."  When  the  vote  was  taken  in  the 
last  House  of  Representatives,  at  the  close  of  the  greatest  contest  we 
have  ever  had,  on  the  question  of  whether  or  no  it  was  right  and  wise 
for  us  to  continue  to  offer  classical  studies  in  connection  with  agriculture, 
the  mechanic  arts,  and  scientific  pursuits,  out  of  152  members  in  that 
House,  the  popular  branch  of  government  and  the  direct  representatives 
of  the  people  of  Maine,  we  found  but  twelve  votes  recorded  against  the 
proposition,  and  that,  too,  after  a  most  thorough  discussion  in  the  public 
press  and  in  the  Legislature,— -we  felt  that  we  had  been  justified  as  a 
Board  of  Trustees  in  establishing  and  maintaining  this  classical  work 
amidst  the  study  and  investigation  of  the  more  practical  pursuits  of  life. 
In  other  words,  we  felt  tl^at  we  had  received  the  people's  approval  of  our 
official  acts,  although  we  had  :ihvays  had  the  justification  of  our  own 
judgments  and  consciences  in  our  understanding  and  interpretation  of 
the  broad  scope  of  this  kind  of  a  college  as  contemplated  in  the  original 
charters,  and  I  assure  you  that  this  approval  by  the  people  was  much 
appreciated  by  us.  Had  we  done  less,  we  would  not  have  been  able  today 
to  have  stood  here  discussing  the  question  of  our  obligations  to  the  stu- 
dents and  to  the  State,  nor  could  we  have  claimed  that  we  had  so  well 
fulfilled  those  obligations.  We  understand  that  the  State  educates  its 
youth  to  make  them  better  citizens.  We  need  these  educated  men  in  all 
the  walks  of  life.  Did  anyone  ever  meet  a  farmer  who  knew  too  much? 
Did  education  ever  hurt  a  mechanic?  Have  you  not  seen  lawyers,  doc- 
tors, and  even  ministers  who  might  have  done  better  work  in  life  if  they 
had  enjoyed  a  better  early  training?  Do  you  think  it  would  hurt  a  man 
who  shovels  in  the  ditch  if  he  could  read  French,  German  and  English? 
Would  a  knowledge  of  history  and  literature  make  any  laborer  a  less 
desirable  citizen?  Would  he  be  more  likely  to  be  a  reasonable  man  to 
deal  with  in  all  questions  of  labor?  Would  he  be  more  or  less  likely  to 
understand  economic  conditions  than  a  man  who  has  little  or  no  educa- 
tion? Would  he  be  more  or  less  liable  to  come  under  the  influence  of 
the  designing  political  demagogue?  Would  the  State  have  a  less  or 
greater  element  of  strength  from  his  presence  in  its  government?     It  is 


13 

the  first  duty  of  the  State  to  protect  itself.  How  can  it  better  do  so 
than  by  givirg  the  higliest  possible  mental  training  to  tb.e  greatest  pos- 
sible number  of  its  citizens. 

Every  dol'.ar  appropriated  by  the  United  States  government  or  by  the 
State  of  Maine,  or  given  by  private  individuals,  has  been  carefully 
guarded  and  used  as  provided  by  law,  and  an  itemized  report  of  the 
various  receipts  and  expenditures  may  be  found  in  the  published  reports 
of  this  institution,  made  from  year  to  year  with  as  much  accuracy  and 
detail  as  the  reports  of  any  other  department  of  State.  We  have  tried 
to  fulfil  the  duties  of  the  trust  imposed  upon  us  as  we  understood  them, 
and  of  the  results  which  have  been  obtained  the  public  must  judge. 

Your  toastmaster  has  asked  me  to  confine  my  remarks  to  ten  minutes 
and  I  have  not  tried  to  comply  with  his  request.  I  should  like  to  go  more 
into  detail,  giving  facts  and  figures  showing  what  we  have  had  to  do, 
and  what  we  have  had  to  do  with,  but  your  patience  will  not  permit. 

While  some  think  that  we  have  spent  a  great  deal  of  money,  I  should 
like  to  show  you,  by  comparison  with  other  institutions  of  the  same  kind 
in  other  states,  how  little  we  have  had  to  do  with,  and  how  much,  in 
comparison,  we  have  done  with  it.  A  riianufacturing  plant  figures  its 
success  by  the  cost  of  its  finished  product.  Had  I  tim.e,  I  could  show 
you  that  our  finished  product  in  the  shape  of  graduates  costs  this  State 
less  per  capita  per  graduate  than  the  similar  product  of  almost  any  other 
state  in  the  Union.  I  should  like  to  tell  you  of  the  commanding  posi- 
tions these  graduates  have  taken,  and  are  taking,  in  the  various  walks 
of  life.  Could  I  do  this,  I  think  that  I  might  make  clearer  the  way  in 
which  the  trustees  have  met  their  obligations  to  the  State  and  the  stu- 
dent; but  limited  as  I  am.  I  can  only  add,  in  closing,  that  as  humble 
agents  of  the  government,  in  this  capacity,  we  have  tried,  sincerely  and 
honestly,  to  do  our  duty  as  defined  to  us  by  the  laws  under  which  we 
have  worked,  and  with  the  means  placed  at  our  disposal. 


u 


OBLIGATIONS    OF   THE   FACULTY   TO   THE    STATE    AND 

TO   THE   STUDENTS. 

Dean  Hart. 

As  members  of  the  faculty  of  the  University  of  Maine  we  are  certainly 
under  pecuHar  obligations  to  the  State. 

Since  the  University  forms  a  part  of  the  educational  system  of  the 
State  it  is  our  dutj-  to  establish  the  closest  possible  connection  between 
its  work  and  that  of  the  public  schools.  The  step  from  the  high  schools 
and  academies  of  Maine  to  its  University  should  be  made  as  easy  as  may 
be  practicable.  On  the  other  hand,  our  requirements  for  admission  must 
be  kept  reasonably  high  and  impartially  administered.  We  must  culti- 
vate cordial  relations  with  fitting  school  teachers,  being  always  ready  to 
give  them  advice  and  encouragement.  We  should  continue  to  use  every 
effort  to  promote  uniformity  of  courses  and  of  methods  of  instruction 
in  the  schools. 

In  planning  the  work  of  our  classes  we  must  give  due  weight  to  the 
fact  that  many  of  our  students  are  preparing,  and  many  more  in  coming 
years  will  be  preparing  for  positions  as  teachers  in  the  secondary  schools 
of  the  State.  That  the  trustees  have  recognized  the  importance  of  these 
closer  relations  with  the  schools  is  shown  by  their  establishing  the  depart- 
ment of  Education.  That  the  faculty  have  realized  it  in  the  past  has 
been  evidenced  by  the  large  part  that  they  have  taken  in  public  educa- 
tional gatherings. 

We  should  lend  all  the  support  possible  to  the  rapidly  growing  senti- 
ment in  favor  of  giving,  in  the  schools,  instruction  in  manual  training, 
domestic  science,  and  in  the  first  principles  of  agricultural  science. 

It  is  our  duty  to  inform  ourselves  regarding  the  great  material 
resources  of  our  State,  its  mineral  wealth,  its  manufacturing  and  agri- 
cultural possibilities,  that  we  may  foresee  its  future  progress,  and  may 
impart  to  our  young  men  greater  confidence  in  its  increasing  prosperity, 
thus  encouraging  them  to  stay  in  Maine  and  to  have  a  large  share  in  its 
development.  Our  graduates  have  already  been  of  untold  value  to  the 
industrial  interests  of  our  State — witness  our  engineers,  our  railroad 
builders,  our  manufacturers,  our  agriculturists.  It  needs  no  great  pro- 
phetic powers  to  foresee  that  the  next  score  of  years,  if  not  the  next 
decade,  will  witness  a  greater  development  of  Maine's  material  resources 
than  any  like  period  in  the  past.  And  in  this  development  the  graduates 
of  our  University  are  sure  to  take  a  leading  part. 

In  a  certain  sense  all  of  our  obligations  as  a  faculty  are  obligations 
to  the  State,  because  we  are,  in  a  way.  State  officials ;  but  in  a  broader 
sense  nearly  all  of  our  duties  to  the  State  are  comprehended  in  our  duties 
to  the  students,  and  what  are  these? 

It  is  not  directly  our  duty,  I  will  say,  to  decide  upon  the  educational 
policy  of  this  University.     We  are  glad  that  it  was  decided  early  in  the 


15 

history  of  the  institution  that  its  poHcy  should  be  broad  and  progressive, 
and  that  this  decision  has  been  repeatedly  and  recently  reaffirmed. 

Our  duty  it  is,  acting  in  the  spheres  severally  assigned  to  us,  to  carry 
on  our  work  in  such  a  manner  as  to  justify  the  confidence  in  our  ability, 
our  earnestness,  and  our  loyalty,  shown  by  the  president  and  the  trustees 
in  electing  us  to  our  present  positions  and  continuing  us  therein.  It  is 
also  our  duty  to  justify  the  intense  loyalty  to  the  institution,  and  the 
great  pride  in  its  progress,  shown  by  every  student  who  has  spent  a  year 
or  more  under  its  care.  The  field  of  education  covered  by  the  University 
is  now  so  broad  and  its  position  in  the  educational  world  so  honorable 
that  every  member  of  the  faculty  may  well  be  impressed  with  the  weight 
of  his  own  obligations. 

This  is  the  day  of  the  young  man  in  politics,  in  business,  and  in  the 
field  of  education.  It  is  also,  perhaps,  the  day  of  the  young  college.  If 
cur  University  is  not  endowed  with  so  great  a  wealth  of  tradition,  and 
so  long  a  line  of  honored  and  famous  alumni  as  some  of  the  older  col- 
leges, it  is  not,  on  the  other  hand,  hampered  by  fixed  habits,  tending, 
possibly  toward  inertia  and  unprogressiveness. 

What  are  our  obligations  to  the  young  men  and  young  women  of  the 
State  who,  in  such  rapidly  increasing  numbers,  are  coming  here? 

First  of  all,  to  give  them  what  they  came  expecting  to  obtain,  the  best 
education  for  their  purpose  to  be  had  in  New  England.  Does  some  one 
hesitate  at  this,  and  say :  "  We  have  not  the  equipment  to  measure  up 
to  the  standard  of  the  larger  and  wealthier  colleges."  I  reply,  'Tt  is  quite 
possible  that  the  youth  trained  with  a  somewhat  restricted  equipment 
may  be  as  efficient  as  the  one  who  has  had  at  hand  much  more  than  he 
could  master  during  his  college  course."  The  time  is  past,  to  be  sure, 
when  it  could  be  said  that  a  log  with  a  student  at  one  end  and  a  certain 
well-known  professor  at  the  other  constituted  a  college,  but  it  is  still  true 
that  more  depends  upon  the  enthusiasm  and  energy  of  student  and 
teacher  than  upon  equipment  and  money.  If  we  feel  that  our  facilities 
are  inadequate  it  is  our  business  to  use  what  has  been  intrusted  to  us 
with  such  energy  and  effectiveness  that  the  State  will  see  that  we  are 
able  to  use  more  to  advantage.  It  is  unreasonable  to  suppose  that  the 
citizens  of  Maine  desire  to  withhold  from  their  University  anything  that 
it  needed  to  give  their  sons  and  daughters  the  best  possible  education. 

It  is  our  duty  to  stand  for  uniform  and  reasonably  high  requirements 
for  admission,  that  our  work  with  the  students  may  not  be  hampered  by 
the  presence  of  those  who  should  still  be  in  the  preparatory  school ;  to 
insist  upon  thorough  and  conscientious  class-room  work,  that  every 
student  may  actually  receive  the  education  for  which  he  is  spending  his 
money  and  his  time;  to  grant  diplomas  only  to  those  who  have  fully 
earned  them,  that  every  alumnus  may  know  that  his  diploma  is  as  valu- 
able as  it  purports  to  be. 

Our  duties  to  the  students  are  not  limited  to  the  work  of  cultivating 
their  minds.  Our  obligation  is  not  fulfilled  unless  we  make  it  possible 
that  every  man  who  studies  here  shall  leave  the  institution  stronger, 
physically  and  morally,  than  when  he  entered.     As  a  college  cannot  afford 


i6 


to  be  a  fitting-school  for  those  mentally  unprepared,  no  more  can  it  be 
expr-cted  to  serve  as  a  reform-school  for  those  whose  influence  upon  their 
fellows  is  degrading.  Not  only  should  we  refuse  admission  to  the 
morally  unfit,  and  remove  any  whom  we  learn  to  be  so  after  admission,, 
but  we  should  also  make  moral  failures  in  college  extremely  rare  if  not 
im.possible. 

College  young  men  have  naturally  a  high  sense  of  honor,  higher^  I 
believe,  than  can  be  found  among  almost  any  other  class  of  young  men; 
but  they  are  sometimes  blinded  by  college  traditions  and  come  to  regard 
as  smart  that  which  is  only  mean.  The  artist  who  drew  a  barrel  so  that 
both  ends  were  in  sight  was  no  more  lacking  in  a  sense  of  perspective 
than  are  some  young  men  in  matters  of  college  honor.  To  teach  correct 
moral  perspective  is  as  truly  the  duty  of  each  college  professor  as  it  is- 
the  business  of  the  department  of  drawing  to  teach  linear  perspective. 

We  should  remember  that  the  best  college  is  the  one  that  takes  a  boy 
and  makes  him  a  man ;  if  he  becomes  also  a  scholar,  a  gentleman,  and 
master  of  the  rudiments  of  a  profession,  so  much  the  better,  but  let  him 
be  made  first  of  all  a  man. 

Our  aim  must  continue  to  be,  not  so  much  to  make  the  University  the- 
biggest  in  New  England — or  even  in  Maine — although  the  latter  we  can- 
not hinder  its  being,  but  the  best  institution  of  its  size  and  the  best  in: 
each  of  its  departments. 


17 


OBLIGATIONS  OF  THE  COLLEGE  OF  LAW  TO  THE  STATE. 

AND   TO   THE   UNIVERSITY 

Dean   Walz 

God's  crowning  gift  to  man,  the  basis  of'  all  manhood,  is  freedom, 
freedom  to  think  our  own  thoughts,  to  make  our  own  choice,  to  shape 
cur  own  course.  In  this  chiefly,  in  this  perhaps  alone,  are  we  the  image 
and  reflection  of  God.  If  we  are  to  be  men  at  all,  God  himself  is  bound 
to  respect  this  our  freedom,  and  all  history  and  personal  experience  attest 
how  well  He  has  respected  it  from  the  days  of  old  to  the  present  hour. 

Our  first  great  obligation,  then,  as  men,  as  teachers  and  as  students  of 
law,  is  to  hold  dear  and  cherish  the  freedom  of  the  University  of  which 
most  of  us,  and  the  freedom  of  the  State  of  which  all  of  us,  are  an  essen- 
tial part.  Shall  the  State  of  Maine  grow?  Shall  the  University  flourish? 
Then  let  them  both  be  free.  Then  let  us  all  guard  the  State  and  the 
University  against  attacks  from  without,  against  assaults  from  within, 
if  necessary,  even  against  our  own  selves,  for  eternal  vigilance  is  still  the 
price  men,  institutions  and  nations  must  pay  for  liberty. 

The  second  great  obligation  resting  upon  us  as  teachers  and  students 
of  law  is  to  understand  that  no  man,  no  institution,  no  state,  can  justly 
be  compelled  to  do,  or  to  forbear  doing,  anything  except  for  the  purpose 
of  annulling  the  constraint  they  have  placed  upon  the  freedom  of  others ; 
to  maintain,  by  word  and  deed,  that  this  great,  majestic  restraining  force 
— the  freedom  of  others — is  everywhere  known  among  men  as  law ;  that 
law  is  identical  with  freedom,  not  indeed  with  my  freedom  or  yours  as 
we  may  happen  to  see  it,  but  identical  with  my  freedom  and  your  free- 
dom as  we  all  see  it  through  our  representatives  on  the  jury,  in  the  legis- 
lature, and  in  the  courts  ;  in  other  words,  that  freedom  is  but  another 
name  for  the  law  of  the  land.  True  freedom  can  be  concretely  expressed 
only  in  terms  of  law,  and  rightly  did  Massachusetts  call  her  laws  of  1641 
the  Massachusetts  Body  of  Liberties.  My  freedom  to  act  as  I  deem  best 
appears  to  me  but  as  simple  justice;  but  your  freedom  to  do  the  same 
meets  me  everywhere  in  the  shape  and  form  of  law.  This  apparent  con- 
flict between  justice  and  law  can  be  reconciled  only  where  there  is  a  body 
of  men  invested  with  power  ''  to  administer  justice  according  to  the  laws," 
to  use  the  very  words  of  the  first  constitution  of  Connecticut,  and  where 
there  is  rendered  to  the  laws,  in  the  words  of  the  Mayflower  Compact, 
"all  due  submission  and  obedience."  Every  unnecessary  encroachment 
upon  individual  liberty  is  indeed  unwise,  but  every  limitation  of  individ- 
ual liberty  called  for  by  the  public  welfare  is  as  positively  demanded  also 
by  that  same  individual  liberty.  Hence  our  second  great  obligation ;  to 
co-operate,  to  the  best  of  our  ability,  with  all  similarly  interested  in  such 
a  way  as  to  enable  individual  and  collective  liberty  to  find  each  a  full  and 
adequate  expression  in  the  regulations  of  the  University  as  well  as  in  the 
laws  of  the  State. 


i8 

But  the  third,  the  final  the  peculiar  and  the  paramount  obligation  of 
the  Law  School,  both  to  the  University  and  to  the  State,  is  to  teach  the 
law,  the  actual,  existing  law  of  the  State  of  Maine,  of  New  England,  of 
the  United  States,  and  of  the  world  itself  so  far  as  that  law  is  found  in 
existing  international  usage  binding  upon  us  as  citizens  of  this  great 
American  Commonwealth,  great  indeed,  but  r.ot  greater  than  the  world, 
not  greater  than  the  law  that  at  once  binds  and  liberates  the  vast  forces 
of  our  common  humanity.  It  is  our  duty,  then,  to  teach  the  law  as  it  is, 
and  as  it  has  been  established  by  the  people,  now  and  here,  sanctioned  by 
their  daily  customs,  enacted  by  the  legislature,  and  applied  by  the  courts, 
with  reasons  why  it  came  to  be  thus,  and  not  otherwise.  It  is  impossible, 
of  course,  to  teach  the  whole  body  of  the  law  as  it  is  found  in  the  myriad 
books  of  our  legal  literature.  Even  to  understand  the  spirit  of  the  law, 
to  give  a  realizing  sense  of  its  principles,  and  to  make  men  truly  skilful 
in  the  application  of  these  principles  to  the  affairs  of  life,  that  is,  by  itself, 
the  work  of  a  whole  lifetime,  not  to  be  completed  even  then ;  and  if  this 
is  admittedly  true,  it  follows  that  in  the  Law  School  with  its  short  three 
years  course  but  a  beginning  can  be  made. 

What  is  the  law,  then,  in  its  very  soul  and  essence?  There  are  defini- 
tions almost  as  many  as  there  are  men  that  have  given  thought  to  the 
subject.  Let  me  give  you  my  own,  one  that  after  many  years  of  reflec- 
tion has  more  nearly  satisfied  me  than  any  other,  one  that  is  not  yet 
wholly  satisfactory,  not  even  to  him  that  made  it,  for  it  is  man's  destiny, 
not  perhaps  to  be  exactly  dissatisfied,  but  ever  to  be  unsatisfied  with  the 
work  of  his  own  hands.  Law,  to  me,  is  reason,  natural,  political,  logical 
reason,  but  at  all  times  and  in  all  its  parts  practical  reason,  always  in 
contact  with  the  facts  of  life  and  ever  subject  to  the  test  of  experience, 
represented  in  this  its  threefold  aspect  by  the  differing  but  closely  inter- 
woven activities  of  the  jury,  the  legislature,  and  the  courts,  applied  by 
the  courts  to  the  vary  ng  (non-contentious)  and  conflicting  (contentious) 
interests  of  men,  enforced  by  the  sovereign  state  as  the  representative  of 
the  people,  this  trinity  of  the  law  finding  its  highest  unity  in  that  uni- 
versal reason  in  which  we  live,  and  move,  and  have  our  being. 

To  teach  law  in  this  sense,  in  any  sense,  involves  obligations  impossible 
of  enumeration  here.  It  implies  the  teaching,  directly  and  incidentally, 
of  right  methods  and  habits  of  study,  and  of  the  true  theory  of  govern- 
ment as  based  on  freedom,  law,  and  reason.  It  means  the  free  discussion 
of  legal  principles  in  the  class  room  and  the  utmost  freedom  of  question- 
ing in  good  faith  and  within  the  limits  of  the  subject.  It  signifies  the 
gathering  of  living  principles  from  the  dry  facts  of  the  reports,  and  a 
realization  of  Lord  Mansfield's  statement  that  the  reason,  and  the  spirit 
of  the  cases  make  law,  not  the  letter  of  particular  precedents.  It  insists 
that  thought  makes  the  student  of  law,  not  the  thought  that  is  poured  out 
before  him,  but  the  thought  that  is  drawn  out  of  him  in  response  to 
thought.  It  demands  that  the  whole  of  a  man  should  go  into  his  work; 
it  aims  at  the  creation  within  him  not  of  merely  decorative  or  commer- 
cial, but  of  truly  creative  ideals,  and  implies,  of  necessity,  intelligent  and 
unswerving  loyalty  to  the  University  and  to  the  State  for  which  institu- 


19 

tions  no  other  foundation  can  be  found  than  that  which  is  laid  in  the  law 
of  the  land. 

To  teach  law  in  any  sense  is  not  to  teach  it  so  as  to  secure  the  mini- 
mum required  for  the  passing  of  the  bar  examination,  but  so  as  to  get 
out  of  the  student  the  maximum  of  knowledge,  wisdom  and  inspiration 
of  which  he  is  capable  and  that  will  fit  him  to  be  an  adviser  of  men,  h's 
equals  and  often  his  superiors,  but  always  his  fellow-citizens,  and  not  an 
adviser  merely,  but  wherever  opportunity  offers,  a  peacemaker  as  well, 
by  reason  of  that  wisdom  that  ever  aims  at  reconciling  each  man's  inter- 
est with  all  men's  welfare.  It  will  teach  him  that  no  two  men,  no  two 
cases,  no  two  situations  are  alike,  and  that  no  man  has  a  right  to  copy 
even  his  own  best  work  of  yesterday,  that  the  better  is  ever  the  foe  of 
the  good,  and  that  progress  is  also  a  personal  and  individual  duty.  Such 
teaching  will  raise  men  among  men  wishing  to  raise  on  the  firm  base  of 
liberty  and  law  structures  that  will  be  as  enduring  as  these  foundations 
themselves  laid  by  the  Eternal  before  the  beginning  of  time. 

Such  a  man  need  not  be  told  that  a  lawyer  that  knowingly  carries  the 
jury  against  the  facts  or  beyond  them,  poisons  the  fountain  of  justice, 
and  that  the  best  of  our  New  England  judges,  and  most  notably  so  those 
in  our  own  State,  will  not  stand  by  and  see  justice  murdered  before  she 
can  arise,  glorious  and  triumphant,  out  of  the  entanglements  of  testimony 
purposely  and  intentionally  confused.  He  knows,  and  equally  well,  that 
to  take  any  case,  at  the  request  of  any  man,  is  not  one  of  the  recognized 
duties  of  the  profession,  but  he  is  also  aware  that  he  is  not  bound  to 
settle  all  his  doubts  against  his  client.  His  daily  conduct  will  show  that 
he  fully  realizes  that  every  good  lawyer  is  a  bulwark  of  society,  every 
bad  one  often  a  menace  and  always  a  nuisance.  He  will  not  hold  with 
the  extreme  idealist  that  a  minister  of  God  ought  not  to  accept  the  money 
of  sinful  church-members,  nor  that  the  minister  of  justice  should  not  be 
the  paid  advocate  of  men,  but  he  will  realize  that  the  call  of  God  and  his 
own  true  opportunity  come  to  him,  as  they  come  to  all,  through  the  needs 
and  necessities  of  his  fellow-citizens,  and  to  be  a  true  and  faithful  ser- 
vant of  men  in  need  will  show  him  to  be  a  loyal  son  of  his  Alma  Abater 
and  make  him  a  moral  leader  and  a  strong  pillar  of  the  State. 

The  highest  ideal  of  the  Law  School  is  the  ideal  of  all  education.  It 
is  to  teach  a  man  to  teach  himself,  and  to  produce  a  man,  God  willing, 
that  has  so  taught  himself  that  he  can  do  things  he  has  never  done  before, 
and  has  never  before  been  taught  to  do,  a  man  that  will  excel  all  his 
teachers  in  some  things  and  perhaps  in  many;  in  other  words,  the  rais- 
ing of  a  divinely  creative  spirit  out  of  the  dark  depths  of  a  human  con- 
sciousness often  as  chaotic  as  the  world  on  the  first  day  of  creation  before 
it  was  illumed  by  the  light  of  God. 

These  are  our  ideals,  and  these  our  ideals  measure  also  our  obligations 
to  the  University  and  to  the  State.  But  who  is  sufficient  for  these  things? 
The  more  our  hearts  burn  within  us,  and  the  more  our  spirits  are  on  fire 
with  these  ideals,  the  more  we  realize  our  weakness.  We  are  comforted 
alone  by  the  thought  that  all  moral  obligations,  by  immutable  moral  law, 
are  strictly  mutual,  and  that  thus,  in  so  great  a  work,  where  we  can  not 


20 


stand  alone,  we  shall  have  the  support  of  all  men  of  like  mind  and  aim. 
While  it  is  not  possible  for  the  State,  the  University,  and  the  Law  School 
to  accomplish  all  these  things  in  the  case  of  every  student,  we  know  that 
we  are  pledged  not  only  to  do  our  best,  but  also,  in  doing  our  best,  not 
to  forget  to  help  one  another.  Let  the  State,  the  University,  the  Law 
School,  teachers,  students,  and  alumni,  be  true  each  to  his  highest  ideals, 
and  each  will  receive  from  all,  and  all  from  each,  true  loyalty  and  strong 
support. 


OBLIGATIONS  OF   THE   EXPERIMENT   STATION   TO   THE 
UNIVERSITY   AND  TO    THE   STATE 

DIRECTOR    WOODS 

Although  the  Maine  Agricultural  Experiment  Station  is,  by  act  of 
Legislature,  a  department  of  the  University  of  Maine,  it  is  upon  a  dis- 
tinct foundation,  and  its  funds,  other  than  moneys  which  come  for  certain 
police  duties  outside  of  Experiment  Station  work  proper,  are  entirely 
derived  from  the  National  Government. 

In  1887,  by  act  of  Congress,  there  was  appropriated  $15,000  to  be  paid 
annually  to  each  state  and  territory  for  the  establishment  and  main- 
tenance of  an  agricultural  experiment  station.  The  act  creating  the  sta- 
tions thus  defines  their  purpose:  "It  shall  be  the  object  and  duty  of 
said  experiment  station  to  conduct  original  researches  or  verify  experi- 
ments on  the  physiology  of  plants  and  animals ;  the  diseases  to  which 
they  are  severally  subject,  with  the  remedies  of  the  same;  the  chemical 
composition  of  useful  plants  at  their  different  stages  of  growth ;  the  com- 
parative advantages  of  rotative  cropping  as  pursued  under  the  varying 
series  of  crops ;  the  capacity  of  new  plants  or  trees  for  acclimation  ;  the 
analysis  of  soils  and  water ;  the  chemical  composition  of  manures,  natural 
or  artificial,  with  experiments  designed  to  test  their  comparative  effects 
on  crops  of  different  kinds ;  the  adaptation  and  value  of  grasses  and 
forage  plants ;  the  composition  and  digestibility  of  the  different  kinds 
of  food  for  domestic  animals ;  the  scientific  and  economic  questions 
involved  in  the  production  of  butter  and  cheese ;  and  such  other 
researches  or  experiments  bearing  directly  on  the  agricultural  industry 
of  the  United  States  as  may  in  each  case  be  deemed  advisable,  having 
due  regard  to  the  varying  conditions  and  needs  of  the  respective  states 
and  territories." 

Nineteen  years  later.  Congress  further  endowed  the  agricultural  experi- 
ment stations  by  increasing  the  appropriation  at  once  by  $5000  and  for 
the  next  five  years  there  shall  be  an  annual  increase  of  $2000,  so  that 
from  191 1  on,  the  endowment  of  each  station  shall  be  $30,000  per  year, 
-or  practically  the  same  as  the  income  from  three  quarters  of  a  million 
■dollars.     This  second  grant  is  more  restricted  in  its  use  than  the  first  and 


21 

can  only  be  used  for  paying  the  expenses  of  conducting  original 
researches  or  experiments  bearing  directly  on  the  agricultural  industry 
of  the  United  States.  Not  only  has  Congress  thus  provided  for  the  main- 
tenance of  experiment  stations  at  national  expense,  but  in  order  that  the 
results  from  the  experiments  shall  be  widely  disseminated,  it  is  directed 
that  bulletins  or  reports  of  progress  shall  be  issued  as  often  as  once  in 
three  months  and  that  a  copy  of  each  publication  shall  be  sent  to  each 
newspaper  in  the  State  in  which  the  station  is  located  and  to  such  indi- 
viduals engaged  in  farming  as  may  request  the  same,  and  for  this  pur- 
pose free  use  of  the  mails  is  accorded. 

It  is  thus  seen  that  the  Agricultural  Experiment  Station  is  unique  in 
its  relation  to  the  University.  The  other  departments  of  the  University 
are  established  primarily  for  teaching.  The  Agricultural  Experiment 
Station  is  endowed  for  the  purpose  of  investigating  agricultural  problems 
and  part  of  the  endowment  can  be  used  only  for  conducting  original 
investigations.  Therefore  the  relations  and  obligations  of  the  Experi- 
ment Station  are  different  to  the  State  and  to  the  University  than  are 
"those  of  the  various  colleges  of  the  University. 

The  Experiment  Station  is  under  obligation  to  the  University  to  con- 
duct investigations  of  high  order  which  by  their  grade  shall  not  only 
reflect  credit  upon  the  University,  but  shall  contribute  to  the  sum  of 
human  knowledge.  It  should  have  high  ideals  and  should  never  be  satis- 
fied with  mediocre  attainments.  Its  influence  upon  the  different  colleges 
of  the  University  should  be  not  merely  to  inspire  thoroughness  of  work 
along  i\vf,  lines  of  instruction,  but  it  should  stimulate  independent  inves- 
tigation on  the  part  of  the  members  of  the  different  faculties. 

Its  relation  to  the  College  of  Agriculture  is  naturally  closer  than  with 
the  other  colleges  and  should  therefore  be  more  helpful.  It  should  give 
every  aid  in  its  power,  consistent  with  the  purpose  for  which  its  funds 
are  granted,  to  the  development  of  the  College  of  Agriculture. 

That  the  Experiment  Station  is  under  obligation  to  the  State  of  Maine 
is  obvious  from  the  national  act  prescribing  its  functions.  It  has  been 
said  that  every  farm  is  an  experiment  station,  but  this  is  true  in  only  a 
very  moderate  degree.  While  every  farmer  should  keep  his  eyes  open 
and  will  thus  learn  many  things  by  his  observation  and  experience, 
there  are  many  problems,  the  solving  of  which  not  only  requires  trained 
experimenters  and  observers,  but  are  too  expensive  of  time  and  money 
to  be  entered  upon  by  the  private  farmer  unless  he  be  a  man  of  very 
unusual  means.  It  is  then  the  duty  of  the  Experiment  Station  to  the 
agriculture  of  this  State  to  attempt  the  solution  of  those  problems  which 
are  beyond  the  reach  of  the  average  farmer.  While  it  may  chance  to  be 
the  fortune  of  an  experiment  station  to  do  some  simple  thing,  as  in  the 
case  of  the  Maine  Experiment  Station  studies  with  Bordeaux  mixture 
upon  potatoes,  that  shall  add  hundreds  of  thousands  of  dollars  annually 
to  the  wealth  of  the  State,  it  may  happen  in  the  search  after  new  truth 
in  its  application  to  agricultural  science  that  well  planned,  painstaking 
experiments,  extending  over  a  series  of  years,  may  give  only  slight 
returns.     This  is  illustrated  by  blueberry  investigations  at  the  Maine  Sta- 


22 

tion.  For  more  than  a  dozen  years  this  Station  has  been  trying  to  tame 
the  blueberry  so  that  it  may  be  cuUivated  in  gardens  the  same  as  the 
strawberry  or  the  raspberry,  but  thus  far  the  laws  underlying  its  propa- 
gation have  only  been  very  partially  discovered  and  in  some  respects  we 
seem  to  be  no  farther  advanced  than  we  were  at  the  beginning,  for  it  is 
many  years  since  the  blueberry  has  been  more  or  less  successfully  culti- 
vated by  some  amateurs.  It  is  not,  however,  to  be  inferred  that  because 
positive  results  have  thus  far  proved  illusive  that  the  thousands  of 
attempts  to  study  propagation  by  cuttings,  root  divisions,  seeds  and  seed 
crosses,  have  been  efforts  thrown  away.  Such  fundamental  work  must 
be  done  before  practical  results  can  follow.  If  every  experiment  gave 
positive  results,  experiment  stations  would  hardly  be  necessary. 

The  Maine  Station  has  however  been  fortunate  in  the  selection  of  its 
h'nes  of  work  so  that  only  a  very  few  of  its  investigations  have  failed 
to  give  positive  results.  That  such  is  the  case  is  largely  due  to  the  fact 
of  continuity  of  effort.  It  has  had  the  continuous  services  of  nearly  all 
its  heads  of  departments  since  their  first  appointment.  Three  of  the 
staff  have  been  connected  with  the  Station  since  its  present  foundation. 
It  has  had  only  one  change  in  directors  in  its  22  years  of  existence  and 
both  of  these  directors  had  much  the  same  training.  The  trustees  have 
wisely  allowed  the  Director  and  the  scientific  experts  of  the  Station  the 
largest  freedom  of  effort.  It  is  and  has  been  the  continuous  policy  of 
the  Station  to  not  only  allow  but  to  encourage  originality  on  the  part  of 
its  workers.  The  chief  function  of  the  Director,  after  the  choice  of  lines 
of  investigations  have  been  determined,  is  to  act  as  a  sort  of  committee 
of  ways  and  means  so  that  the  investigator  may  give  his  undivided  atten- 
tion to  the  problems  he  is  trying  to  solve. 

The  Station  then  recognizes  that  because  of  the  generous  endowment 
by  the  National  Government  and  the  liberal  policy  of  the  University 
trustees  in  its  management,  great  opportunities  are  afforded,  and  that  it 
has  obligations  of  high  responsibility  to  both  the  State  and  the  Univer- 
sity. Its  management  as  represented  by  the  board  of  trustees,  the  Direc- 
tor and  his  associates,  are  endeavoring  to  meet  these  high  obligations. 


23 


OBLIGATIONS  OF  THE  ALUMNI   TO   THE   STATE  AND   TO 

THE   UNIVERSITY 

Hon.  E.  F.  Danforth,  Class  of  1877 

In  the  time  allotted  one  can  hardly  expect  to  consider  a  subject  so 
broad  in  a  satisfactory  manner,  therefore  I  shall  only  strive  to  refer  to 
what  may  be  considered  the  more  important  features. 

It  has  been  written  that  the  duties  of  the  citizen  to  the  State  are  "to 
respect,  to  honor,  to  obey,  to  support  and  to  defend  the  government 
whose  protection  he  enjoys."  These  are  the  plain  duties  of  every  citizen 
and  should  be  loyally  performed  in  order  to  insure  the  greatest  good  to 
both  individual  and  State. 

Duty  is  an  obligation,  but  yet  an  obligation  may  be  no  less  a  duty, 
since  it  requires  the  performance  of  a  duty,  which  to  the  honorable  citi- 
zen should  be  a  pleasure  and  when  executed  benefits  those  involved. 
Certainly  the  obligations  of  the  Alumni  of  this  University  to  the  State 
are  no  less  than  those  of  other  citizens  and  to  my  mind  they  are  greater. 

The  Land  Grant  institutions  of  our  country,  of  which  this  is  one,  are 
educationally  in  a  class  by  themselves.  Conceived  in  order  to  furnish 
the  industrial  classes  with  an  opportunity  of  obtaining  "a  liberal  and 
practical  education  in  the  several  pursuits  and  professions  in  life,"  it 
provided  that  certain  requirements  should  be  met  by  the  State,  thus  mak- 
ing an  alumnus  of  these  institutions  responsible  to  both  State  and  Nation 
for  his  opportunities. 

As  long  as  the  State  is  a  part  of  the  Nation  the  obligation  may  ordi- 
narily be  discharged  within  the  state  of  his  residence.  That  obligation 
would  seem  to  be  greater  than  simply  to  respect,  honor,  obey,  support 
and  defend  the  State,  for  the  broader  his  education,  the  greater  his 
opportunities,  the  more  grave  his  responsibilities ;  his  trained  mind 
should  be  used  for  the  improvement  of  the  conditions  surrounding  him ; 
he  must  be  faithful  to  his  trust ;  using  his  intellect,  not  in  a  narrow 
sense,  but  broadly,  to  the  greatest  use  of  the  greatest  number,  for  gov- 
ernment should  be  for  the  good  ot  the  governed  and  he  discharges  his 
obligation  to  the  State  the  best,  who  shall  cause  its  progress  in  statehood 
to  be  more  marked,  in  return  for  assistance  received  by  him,  and  uses 
his  faculties  to  the  end  that  society  may  be  the  better,  the  happier,  and  of 
a  higher  standard,  on  account  of  his  life. 

The  great  social,  industrial  and  educational  problems  that  confront 
our  State  and  Nation  demand  the  attention  of  trained  minds  to  furnish 
such  a  solution  as  will  not  only  be  satisfactory  to  the  people,  but  will 
perpetuate  our  system  of  government.  These  questions  now  demand  the 
attention  of  all  thoughtful  men.  The  State  has  a  right  to  expect  and 
demand  that  the  Alumni  of  every  educational  institution  shall  take  part 
in  correctly  settling  these  questions.  The  duties  of  the  true  American 
citizen  are  no  greater  in  times  of  war,  than  in  times  of  peace ;    for  peace, 


24 

many  times,  has  her  victories  greater  and  more  enduring  than  those  of 
war.  In  these  conquests  you  should  become  the  generals ;  by  your  train- 
ing you  are  qualified  and  the  State  has  a  right  to  expect  it  of  you. 

But  what  are  the  duties  of  the  Alumni  to  the  University.  To  the 
observing  it  may  be  plainly  seen  that  financially  the  test  to  this  institution 
is  coming  within  the  next  two  years.  The  support  granted  by  the  last 
Legislature  was  for  but  two  years,  at  the  expiration  of  which  time  it  will 
again  be  necessary  to  present  its  needs  and  ask  for  such  an  amount  as 
will  meet  the  conditions  existing  at  that  time.  It  is  to  be  regretted  that 
necessity  compels  the  officers  of  this  institution  to  appeal  to  each  Legisla- 
ture for  assistance,  much  preferable  it  would  be  to  have  some  fraction  of 
a  mill  upon  the  assessed  valuation  of  the  State  fixed  as  a  measure  of  the 
amount  to  be  applied  each  year  to  the  maintenance  of  the  work,  thus 
making  it  certain  what  can  be  depended  upon  and  remedying  this  objec- 
tionable feature.  In  my  judgment  that  sum  should  not  be  a  lavish 
amount,  not  large  enough  to  create  criticism  among  the  people  whom  we 
desire  and  must  have  as  friends  in  order  to  accomplish  the  greatest 
results  for  the  good  of  the  State,  but  such  a  sum  as  with  strict  economy 
the  work  may  be  satisfactorily  done.  That  you  will  be  met  at  the  thresh- 
old by  opposition  to  such  an  appropriation  as  you  need  there  is  no  doubt. 
In  my  judgment  this  opposition  will  not  come  from  the  industrial  classes 
who  may  desire  to  furnish  their  children  with  a  "Hberal  and  practical 
education  in  the  several  pursuits  and  professions  in  life." 

In  order  that  the  people  of  the  State  may  fully  understand  the  issue, 
the  needs,  the  works  and  the  results  produced  by  the  University  it  is 
necessary  that  the  Alumni  should  come  to  her  rescue  in  this  hour  of 
need.  This  work  should  be  done  in  a  judicious  and  thorough  manner, 
yet  it  should  be  so  conducted  as  not  to  be  to  the  detriment  of  any  sister 
institution,  for  the  other,  colleges  of  the  State  are  doing  good  work  and 
there  is  field  and  need  for  them  all,  and  no  institution,  or  man,  can  per- 
manently prosper  by  striving  to  tear  others  down  in  order  to  build  them- 
selves up;  the  structure  thus  erected,  will  not  be  enduring,  nor  will  it 
receive  the  commendation  of  either  oneself  or  the  public.  Acknowledge 
and  give  full  credit  to  the  good  works  of  others  and  at  the  same  time 
manfully  and  courageously  demand  that  your  rights  shall  be  respected. 
Recognize  all  that  is  good  in  kindred  institutions,  yet  strive  to  make  our 
own  better  than  any  other. 

This  University  must  in  a  sense  be  national,  receiving  as  it  does  mate- 
rial aid  from  the  Nation,  therefore  we  as  citizens  should  not  strive  to- 
limit  its  usefulness  by  state  lines,  for  we  would  hardly  wish,  as  citizens 
of  a  broad  and  progressive  nation,  to  be  measured  by  such  a  false  con- 
ception of  duty. 

The  alumni  and  officers  must  convince  the  people  of  good  work  done. 
No  Jethro  Bass  methods  will  be  tolerated  by  the  people,  even  though  the 
hand  that  rules  is  concealed  sooner  or  later  it  will  be  discovered,  and 
unless  there  is  true  merit,  the  reaction  will  have  the  power  of  the  whirl- 
wind and  the  destructive  force  of  an  earthquake. 


25 

Enlist  in  this  labor  of  love,  for  which  you  need  expect  no  reward  more 
than  the  commendation  of  your  own  conscience,  for  as  you  love  the  boys 
and  girls  of  our  State,  as  you  desire  progress  in  developing  the  resources 
of  the  State,  then  care  for  and  defend  its  educational  institutions.  If 
you  believe  in  the  work  this  institution  is  doing  and  is  capable  of  doing 
with  proper  development,  now  is  the  time  as  never  before  for  work  in  its 
behalf.  The  forces  against  the  University  are  crystalizing.  Those  to  be 
most  feared  are  those  who  proclaim  their  friendship  and  claim  that  they 
are  doing  what  they  are  because  that  they  beh'eve  that  certain  other 
methods  will  accomplish  better  results.  Honest  as  they  may  be  in  their 
desires,  are  their  methods  not  the  proper  subject  of  scrutiny  when  it  is 
observed  that  some  of  the  leaders  in  these  movements  are  not  those  upon 
whom  the  responsibility  of  the  University  rests,  but  those  upon  whom 
rests  the  government  of  other  seats  of  learning?  I  maintain  that  it  is 
the  duty  of  the  Alumni  at  this  time  to  come  forward  and  render  such 
assistance  as  is  possible,  not  only  in  moulding  public  opinion,  but  in  giv- 
ing the  officers  of  this  University  all  moral  support  possible,  so  that  our 
Alma  Mater  may  point  with  pride  to  her  children  and  exclaim,  "  These 
are  my  jewels." 

"Render  therefore  to  all  their  dues;  tribute  to  whom  tribute  is  due; 
custom  to  whom  custom ;    fear  to  whom  fear ;    honor  to  whom  honor." 


26 


OBLIGATIONS    OF   THE   GRADUATING    CLASS    TO    THE 

STATE 
Porter  L.  Swift,  Class  of  1907 

I  feel  deeply  the  honor  of  your  Committee's  invitation  to  say  a  few 
words,  in  behalf  of  the  class  of  1907,  upon  the  obligations  of  the  gradu- 
ating class  to  the  State. 

Because  of  the  great  publicity  that  has  been  given  the  needs  of  the 
University  during  the  last  session  of  the  Legislature  we  shall  be  expected 
to  produce  more  than  ever  before. 

In  considering  our  obligations  we  must  first  call  to  mind  what  the  State 
is  doing  for  us.  At  present  Maine  is  complying  pretty  well  with  the 
^Morrill  Act ;  the  State  is  furnishing  a  fair  amount  of  money  for  current 
expenses  and  new  buildings.  For  this  support  we,  the  graduating  class, 
certainly  feel  a  sense  of  obligation. 

The  spirit  of  development  seems  to  have  struck  the  State  and  let  it 
strike  every  member  of  this  class.  We  must  possess  this  spirit  in  order 
to  fulfill  our  obligations  to  the  State. 

Some  may  say  it  is  our  duty  to  stay  in  the  State  and  work  for  its 
upbuilding,  and  this  is  true  within  limits. 

Our  agricultural  men  can  do  much  for  the  farmers,  as  they  have  in  the 
past.  Perhaps  it  is  their  duty  to  stay.  They  are  the  kind  of  men  who 
probably  will  stay,  patriotic  men  who  like  home  and  its  comforts. 

Our  science  men  and  teachers  certainly  have  a  great  opportunity  to 
help  develop  our  schools.  It  is  a  fact  that  many  ot  our  schools  do  not 
fit  for  this  University,  which  is  supposed  to  be  the  crown  of  our  State 
educational  system.  Let  all  who  can  remain  in  the  Pine  Tree  State  and 
place  it  beside  Massachusetts  in  the  matter  of  schools. 

We  have  now  come  to  the  engineers.  They  are  the  rovers,  their  pro- 
fession takes  them  to  every  part  of  the  globe.  They  cannot  be  expected 
to  stay  in  the  State.  To  be  sure  there  is  big  opportunity  for  some  good 
civils  to  make  good  roads  in  the  State,  but  how  can  they  do  it  until  some 
gjod  Law  School  men  get  the  "good  roads"  bill  through  the  Legislature? 
Ihe  same  is  true  of  the  consulting  engineers,  but  they  can  pass  judg- 
ment on  affairs  in  our  State  even  if  their  offices  are  elsewhere. 

But  what  do  we  owe  the  State  as  a  body?  We  must,  as  alumni, 
impress  upon  the  people  that  we  came  from  "  up  in  Maine."  We  must 
attract  attention  as  Maine  alumni  by  really  doing  things. 

All  of  us  must  become  leaders,  we  must  become  engineers,  architects, 
farmers,  and  chemists  in  the  highest  sense — not  machinists,  "hired  men," 
draughtsmen,  or  analysts.  In  other  words  we  must  help  demonstrate 
that  the  University  of  Maine  is  accomplishing  its  mission.  And  after 
all,  in  the  words  of  Sir  William  Henry  Perkin,  "  the  net  result  of  our 
work  should  be  the  benefit  of  mankind." 


V 


OBUGATIONS  OF  THE  LAW  SCHOOL  GRADUATING 

CLASS  TO  THE  STATE 

John  J.  Keegan,  Law  Class  of  1907 

As  a  representative  of  the  graduating  class  of  the  College  of  Law  it 
is  incumbent  upon  me  to  point  out  some  of  the  obligations  of  this  class 
to  the  State. 

Outside  of  our  patriotic  duties,  those  inherent  in  us  as  sons  of  Maine, 
we  are  indebted  to  the  State,  through  her  University,  for  our  educational 
training,  for  the  development  of  our  minds,  and  for  the  efficiency  of 
Icnowledge  which  we  now  ought  to  possess,  enabling  us  to  perform  life's 
M^ork  in  such  a  manner  as  to  do  justice  to  ourselves,  our  profession,  and 
•our  State. 

Having  the  degree  of  Bachelor  of  Laws  conferred  upon  us  by  this 
University,  having  been  admitted  to  practice  our  profession,  and  holding 
ourselves  out  to  the  public  as  attorneys  and  counselors  of  law,  we  stand 
in  a  position  in  which  the  pubHc  are  invited  to  place  a  trust  in  us,  to 
have  confidence  in  our  efficiency  to  give  legal  advice,  to  adjust  all  litiga- 
tion to  the  best  interests  of  all  concerned,  to  rely  on  our  integrity  in 
managing  their  affairs,  and  on  our  honesty  in  rendering  our  accounts. 

The  public  placing  such  reliance  in  us,  it  is  our  duty  to  fulfill  these 
trusts  to  the  best  interests  of  our  clients  and  in  accordance  with  the  law, 
in  such  a  manner  as  is  becoming  to  the  profession,  so  as  to  be  an  honor 
to  ourselves  and  reflect  credit  on  the  University  and  State  of  Maine. 

As  lawyers  it  should  not  be  our  sole  object  to  gain  our  sustenance, 
satisfy  our  personal  wants,  or  even  accumulate  a  little  wealth.  As  officers 
of  the  court  we  have  a  far  greater  duty ;  in  this  capacity  we  are  bound 
to  take  an  active  part  in  the  administration  of  justice  as  conducted  in 
our  courts  of  law  and  equity. 

We  are  under  obligations  cheerfully  to  give  assistance  in  the  drafting 
of  laws,  to  keep  in  touch  with  transactions  of  the  House  and  Senate,  to 
do  all  in  our  power  to  make  the  law  serve  the  best  interests  of  the  peo- 
ple, and  to  condemn  all  attempts  to  have  laws  passed  for  the  personal 
benefit  of  a  few,  which  are  nearly  always  detrimental  to  the  public  wel- 
fare. 

It  is  our  duty  as  citizens  of  the  State  as  well  as  lawyers,  to  take  an 
interest  in  our  municipal  and  State  elections,  to  seek  to  have  our  public 
offices  filled  with  men  worthy  and  qualified  to  hold  such  positions  of  trust 
and  honor.  These  officers  should  be  more  than  mere  figure  heads,  they 
are  charged  with  a  public  trust  and  being  so  charged  it  is  our  duty  as 
good  citizens  to  place  men  in  these  positions  who  will  not  betray  the 
trust  the  State  has  confided  in  them. 

In  doing  this  we  shall  be  serving  our  State  in  a  manner  which  is  worthy 
of  a  citizen  and  a  lawyer  and  may  we  fulfill  these  obligations  and  all  our 
other  obligations  to  the  utmost  of  our  abilities  giving  our  State  the  right 
to  use,  and  making  her  worthy  of  her  proud  motto :     "Dirigo." 


3  0112  105657248 

28 

ORGANIZATION  OF  THE  UNIVERSITY 


COLLEGE   OF  ARTS   AND   SCIENCES 

Major  courses  in  Biology,  Chemistry,  Economics,  Education,  Eng- 
lish, Germanic  Languages,  Greek,  History,  Latin,  Mathematics, 
Philosophy,  Physics,  and  Romance  Languages.  Confers  the  degrees 
■of  B.  A.  and  B.  S.  with  specification  of  the  major  subject. 

The  Summer  Term  is  a  department  of  the  College  of  Arts  and  Sci- 
ences. 

COLLEGE  OF  AGRICULTURE 

Courses  in  Agriculture  (with  opportunity  to  specialize  in  Agronomy, 
Animal  Husbandry,  and  Horticulture),  and  Forestry.  Confers  the 
•degree  of  B.  S.  in  the  course  pursued. 

Short  Winter  Courses  in  Agriculture,  Dairying,  Horticulture,  and 
Poultry  Management. 

Correspondence  and  Lecture  Courses. 

The  School  Course  in  Agriculture  is  a  two  years  course  of  practical 
instruction  of  non-collegiate  grade.  Certificates  are  awarded  those  who 
■complete  this  course. 

AGRICULTURAL  EXPERIMENT   STATION 
Organized   and   maintained   to   carry   on   investigations   along   agricul- 
tural and  allied  lines. 

COLLEGE   OF   PHARMACY 
Four  years  course  leading  to  the  degree  of  B.  S.  in  Pharmacy.     Two 
years  course,   equivalent  to  that  of  the  ordinary  School  of  Pharmacy, 
leading  to  the  degree  of  Ph.  C. 

COLLEGE  OF  TECHNOLOGY 
Courses  in  Civil  Engineering,  Mechanical  Engineering,  Electricai, 
Engineering,  Mining  Engineering,  Chemical  Engineering,  and  Chem- 
istry.    Confers  the  degree  of  B.  S.  in  the  course  pursued. 

COLLEGE   OF  LAW 

Three  years  course  leading  to  the  degree  of  LL.  B.  This  college  is 
located  in  Bangor. 

Graduate  Courses  leading  to  the  appropriate  Master's  degree  are 
offered  in  the  various  departments. 


For  Catalogue  of  the  University,  or  special  information  on  any  point, 
address 

President  George   Emory   Fellows, 

University  of  Maine, 
Orono,  Maine. 


